5. Learners' abilities to learn from their experiences.

   When their actions pay off and they get the intended results, can they figure out what contributed to the success? If so, can they repeat those actions and meet success again ? When the opposite happens and their actions don't get the results they wanted, can they figure out what they should have done differently?

6. Learners are aware of the environment around them and the environment they are working towards.

   Another step in learners' self-determination is becoming aware of their different environments. Can learners recognize what features of an environment are going to help or create potential barriers for them?

For example:

If learners are thinking about progressing to further training, do they know:

• How quickly reading and writing must be done?
• How many learners will be in the classroom?

If learners are thinking about progressing in employment, do they know:

• If there is time to check their work?
• How directions are given?
• If they will be given enough time to learn new work skills?

Adults need to understand that matching their strengths to the environment they are moving towards, and identifying potential accommodations, will increase their opportunity to experience success. This self-knowledge will help them to self-advocate for what they need to be successful.²⁶

A good understanding of the learners' level of self-determination can be achieved through practitioners' observations and learners' self-assessments. As noted by the Learning Disabilities Center - developing self-determination is a process that is ongoing and becomes stronger each time adults apply their skills. The depth of self-determination skills learners need to exhibit to assist with their transition planning is dependant upon their goals.